TY  - CHAP
AB  - The purpose of this chapter is to highlight issues related to the current policy, practice, and research in the area of functional behavioral assessment (FBA) for students with (or at risk for) emotional/behavioral disorders (EBD). Although a substantial research base exists validating the effectiveness of FBA and function-based interventions for students with developmental disabilities, we believe that these same FBA practices are less valid when employed for students with EBD in classroom settings. Following a review of the current research and a discussion of the practical issues that are encountered when implementing FBA in classroom settings serving students with EB, we outline a more responsive FBA model for students with EBD with an emphasis on future policy, research, and practice applications for the field to consider.
VL  - 22
SN  - 978-1-84855-311-8, 978-1-84855-310-1/0735-004X
DO  - 10.1108/S0735-004X(2009)0000022007
UR  - https://doi.org/10.1108/S0735-004X(2009)0000022007
AU  - Conroy Maureen A.
AU  - Alter Peter J.
AU  - Scott Terrance M.
ED  - Thomas E. Scruggs
ED  - Margo A. Mastropieri
PY  - 2009
Y1  - 2009/01/01
TI  - Functional behavioral assessment and students with emotional/behavioral disorders: When research, policy, and practice collide
T2  - Policy and Practice
T3  - Advances in Learning and Behavioral Disabilities
PB  - Emerald Group Publishing Limited
SP  - 133
EP  - 167
Y2  - 2024/09/19
ER  -